Video subtitles: some creative uses (original) (raw)
Related papers
Using subtitles to enhance foreign language learning
2006
Resumen: This article analyses a novel foreign language learning activity consisting on the students' production of video subtitles. With the help of specific subtitling software, this strategy allows students to understand foreign language acquisition and production from a different perspective.
… Translation Scenarios: Proceedings of the Marie …, 2006
This article aims to portray LvS (Learning via Subtitling), a tool developed by the Laboratory of Educational Material of the Hellenic Open University, which is based on the simulation of a professional activity, that of film subtitling. LvS has been designed for the creation of active learning task-based activities, where cultural elements are involved in an authentic and motivating way and which expose the FL learners to highly contextualized language input. Multimedia is used as the core of an activity - and not as a "nice" add-on - which even when presented as a learning exercise remains a valid real-world engaging task. The student is asked, after some introductory tasks, to create subtitles or complete unfinished ones for a film scene selected according to the teacher's specific pedagogical goals. The outcome of this activity (the subtitled clip), unlike most FL learning activities, provides a hands-on result: the student's work is tangible, viewable, and can be shared with other students and teachers.
Are subtitles useful for language learners
Journal of Language Teaching, 2024
Despite the seemingly commonsensical view that captions or subtitles aid comprehension, empirical research is less certain about their recommendation for all language learners. This review article introduces some of the theoretical foundations of multimedia learning before examining recent studies investigating the facilitative effect of L2 captions, L1 subtitles and dual-language subtitles. Qualitative insights from research are then presented, with implications for both research and teaching practice further discussed. The article concludes by underlining the importance of learner perspectives due to the complexity of factors affecting the pedagogical value of captions and subtitles.
The use of subtitles in multimedia as an additional tool for second language learning
Nebrija, 2020
The learning of foreign language, specifically English, has become widely excepted as unconditional norm. The context has created a need for successful and efficient teaching and learning. Consequently, this has made the research in the field of second language acquisition significantly active in the past decades. The use of subtitled audio – visual material in foreign language classroom is considered an innovative strategy for foreign language instruction. It is an effective teaching tool since it enhances second language learning both from linguistic and sociocultural perspective. The full potential of the use of subtitles in classroom practice is still to be explored. However, the recent findings in regard are more than encouraging. This paper aims to provide a set of evidence on the multifaceted implications the subtitled audio – visual materials have for second language learning. It analyses this process from theoretical aspect taking into account all the elements involved in second language learning through watching subtitled films and TV series, while denoting possible directions for its implementation in foreign language classroom. The proposal is based on the indicators which show a certain connection between the use of subtitles for films and TV series as a general system for multimedia translation and the level of proficiency in English language specifically. The research in this field is still limited, so there is a large number of lines of investigation to carry out which could allow learners who are exposed to foreign language only in classroom to prospect as greatly as possible.
Video subtitle to teach listening skill of junior high school students
JEES (Journal of English Educators Society)
A considerable interest on Information and Communication Technology (ICT) has been growing in the field of English language teaching within a very short period of time. Indeed, ICT is such an essential part in the respective field, in the sense that its progress allows the development of language teaching and learning process through its innovations. This study proposes using video caption as a medium to teach listening skill through integrating the use of ICT with the teaching process. An example of the innovation is the creation of teaching media supported by a software or application called . A well-known subtitle editing program, offers source tools for creating and modifying subtitle in a video. This paper presents the procedures and steps to design video subtitle by using application. Teachers can use it as a reference in designing a teaching media using a video subtitling application which is aimed to make the students more motivated to learn English instructions. Last but no...
USING SUBTITLES IN AUDIOVISUAL MATERIALS IN 2L/FL CLASSROOMS
Subtitled audiovisual materials are effective tools for teachers to apply in their 2L/FL classrooms. Thus, it is important that teachers employ these materials effectively so that learners can achieve the highest level of target language learning. This paper aims to suggest ways on using subtitles in audiovisual materials in 2L/FL classrooms in which teachers can consider implementing within their own L2/FL classes.